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The scope of this article is to analyze the behavior of children’s brain waves in response to interaction with an augmented reality application that aims to support the concept of measurement in physics teaching. In particular, the analysis of brain waves is carried out through a brain-computer interface that measures 6 cognitive states such as engagement, interest, stress, focus, excitation, and relaxation. The method used to perform the analysis is carried out by means of electroencephalography, which is an electrophysiological process to record the electrical activity of the brain, and which is captured by means of sensors located on the scalp. Once the signals are captured, they are amplified, digitized, and stored in a computer for processing and analysis. Initially, electrical signals are recorded in response to a measurement stimulus with traditional methods and later with an augmented reality application stimulus. Among the most relevant findings, it was possible to establish that interest and commitment increase in response to the teaching method supported with an augmented reality application for the measurement concept with respect to the traditional teaching method. The use of vision technologies in teaching the concept of measurement improves cognitive states of interest, commitment and reduces the level of stress.

With the development of virtual reality technology and its application in various fields, how to realize the natural and efficient interaction between human and virtual environment has always been a hot research issue. This paper mainly studies the realistic analysis of the relationship between augmented reality and virtual reality under the background of VR virtual reality. Starting from the research on virtual reality, this paper combines the features of virtual reality with the elements of visual presentation to conduct research on visual presentation in the sensory experience of virtual reality, analyze and find out the types and quantitative methods of visual presentation. This paper is supported by advance research, which is more in line with people’s perceptual needs for visual presentation. This study expands the research content of virtual reality visual presentation, provides guidance for virtual reality design practitioners, and has certain value and practical application prospects.

High Order Thinking Skills (HOTS) are needed to support 21st-century skills. Students are required to think critically in overcoming a problem. HOTS can be trained through the lab activities. The method used in this research is research and development (R&D) with a Dick & Carey approach. This article described the implementation of TPACK and augmented reality in the kinematics practicum module to forming HOTS for physics education students. This practicum module has implemented integrated technology, pedagogy, content, and knowledge. The addition of augmented reality media makes it easier for students to understand practicum steps and forms of phenomena related to practicum. The module was declared feasible in terms of material, media, and pedagogical concepts in forming the HOTS abilities of physics education students. The stages of HOTS formation in the module present a video of real-world phenomena as a stimulus, and students are asked to answer the pre-test related to the stimulus video, students are asked to create observation tables according to the steps in the practicum, students are asked to process data, and analyze concepts regarding practical material which is related.

The aim of this study is to reveal augmented reality on the effect of models in learning physics. This article is a qualitative synthesis of quantitative and qualitative research that investigates the design of learning with augmented reality which is applied in physics learning and its impact on learning. Articles published between 2015 and 2021 were reviewed, and 30 articles were included for detailed analysis and synthesis. The results of the study indicate that integrating augmented reality with teaching materials and learning models is capable to support the process and student learning outcomes. It was also found that problem-based augmented reality made learning more meaningful. Studies related to AR that measure students’ critical thinking skills are still minimal. Future research is urgently needed to look in detail at the effect of problem-based augmented reality media on students’ critical thinking skills.

The scientific development process can be carried out with STEM (Science Technology Engineering Mathematics) education where this interdisciplinary approach trains students to learn where the concept of science is combined with the context in applying science, technology, engineering, and mathematics. The purpose of the study is the development of Interactive Book Augmented Reality (IBAR) for Lesson Physics on STEM. The research method is the ADDIE Model which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The sample for the implementation of IBAR used in the study amounted to 90 students aged 19-22 years from a province in Indonesia. The results showed that IBAR contributed to students’ concepts in physics. In the questionnaire given to students, information was obtained that the IBAR application was more useful, realistic, and interesting for their learning; help them understand and analyze problems and STEM scenarios. It has been suggested that IBAR technology could be a potent and effective tool to enable Lesson Physics students in the STEM process. In addition, the implications of using IBAR for physics education and recommendations for further studies are also discussed in this study.

This study aims to produce “Augmented Reality Geometrical Optics (AR-GiOs)” as a medium for physics learning for geometrical optics in high school. The method used in this study is the Research and Development method with the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate). AR-GiOs was developed to facilitate students in learning the concept of image formation and image properties of mirrors and lenses. AR-GiOs can display four 3D simulations, including 3D simulations of the image formation process by a concave mirror, a convex mirror, a concave lens, and a convex lens. In addition to AR, in this study, a worksheet was also developed to guide student learning activities and valuable as a marker. The results of product validation covering the material and media aspects got a very good average score (84% and 90%). Based on the results of the expert validation test, it can be concluded that AR-GiOs is suitable for use as a medium for learning physics in high school.

This study provides a literature review on the trend of using Augmented Reality (AR) in science learning. A relative literature review was carried out by collecting 30 journals from the Science Direct and Google Scholar databases in the period 2012 to 2021. This paper examines the research that has been done on the use of AR in science learning and classifies it into 11 topics, namely about inquiry skills, critical thinking, conceptual knowledge, misconception, conceptual understanding, knowledge construction, learning outcomes, attention, attitude, achievement, motivation, collaborative and autonomous learning. A review of the research results shows that the overall use of AR technology in recent years has increased, especially on the topic of attitude and achievement which has a positive impact on science learning. While on the topic of misconceptions, inquiry skills, attention, collaborative and autonomous learning has not been widely studied by researchers. In addition, the use of AR in science learning has challenged such as students, teachers, and technical. This is interesting for further research.

This study aims to produce 3D physics learning media in Indonesian first-year Junior High Schools (SMP/MTs) using Augmented Reality (AR). This research development uses the ADDIE (Analysis, Design, Development, Implementation and Evaluate) model. The development stage was carried out at the Physics Education Laboratory of the FKIP University of Riau and the implementation stage was carried out on 30 first-year students of SMPN 30 Pekanbaru. The 3D learning media validation sheet instrument by using AR consists of four assessment aspects, namely; (1) design aspects, (2) pedagogical aspects, (3) content aspects, and (4) technical aspects. Validation was carried out by six validators consisting of 2 material experts, 2 media experts, and 2 physics teachers. The results of six-validator assessment provide an average for each aspect as follows; (1) the design aspect has an average of 4.43 which is categorized as very valid, (2) the pedagogical aspect has an average of 4.42 very valid categories, (3) the content aspect has an average of 4.38 very valid categories, and (4) the technical aspect has an average of 4.51 which is also categorized as very valid. Overall the average validity for the four aspects of the assessment is 4.43 very valid categories. After the 3D physics learning media was developed, it was then declared feasible by the experts, the implementation phase of 3D physics learning media or small-scale trials on students was carried out to see the students' responses to 3D physics learning media. The student response test was carried out using a student response questionnaire containing 10 statements consisting of 6 aspects of assessment. The results of the students' responses at the implementation stage showed that 67% of the 30 students thought that 3D learning media using AR was very good for use in the learning process. Then 33% of 30 students think that 3D learning media using AR is good for use in the learning process. Certainly the 3D physics learning media product is suitable for use in the physics learning process in Junior High Schools.

In this era of information technology, the introduction of new and greatly improved technologies is becoming vital especially with the progressive development of computing power to fulfill current technological needs. Augmented Reality (AR) is a part of the emerging technologies that are gaining great attention and interest with new and better innovations being developed. AR is an immersive technology where it complements real-world objects together with computer-generated objects to give more details and meaning to the objects in the real world. AR has been successfully growing nowadays in many industries, mainly in gaming and entertainment, education and navigation. However, AR has not been standardized and to be widely used in navigation systems even though there are many applications developed for this purpose. This paper proposed a web-based AR-UUM Campus Navigation System using ARToolKit, that is accessible via mobile devices that uses AR to overlay the information as images of the searched location on campus, especially for indoor navigations for lecture halls, tutorial rooms, laboratories, and offices which rarely are covered by the normal maps. Based on the respondents' evaluation, they managed to successfully interact with the AR-UUM Campus Navigation System, however, some improvements are required in terms of the functions expected from the system. Nevertheless, the use of AR in a navigation system shows promising results and has the potential to be widely used due to high interest in augmented reality.

The utilization of Augmented Reality (AR) in industrial transformation is very well aligned with the fourth industrial revolution’s values. AR innovation can improve the perceptual knowledge of humans and enable us to communicate with a large amount of data. Therefore, this project takes the opportunity to create an AR healthcare app related to the human heart. The scopes are focusing on the human heart and provide information about the heart to the public besides improving their knowledge. Society nowadays is less concerned about heart health. There is a lot of information about the heart in newspapers, televisions and social media but most of the public still ignore it. Therefore, the information needs to deliver attractively. AR technology will be one of the interesting ways to spread information. The main goal is to provide information about the human heart in an AR environment. The other goals are to provide exposure for the users on how the insides of the human heart work and to make the users familiarize themselves with AR technologies. By using Unity and Vuforia Software Development Kit (SDK), this application lets users easily scan the provided marker anywhere and anytime using their smartphone to see the virtual heart.

The learning process during a pandemic requires teachers to be more interactive in making online learning media. The government has designed the Covid Emergency Curriculum, which is that educational units in their current condition can choose one of the several components needed in the learning process, namely still referring to the national curriculum, using the emergency curriculum, or making curriculum simplification independently. For curriculum simplification, only the main material in learning activities needs to be conveyed, while for practice it can be independently or through an application media. This study aims to create an augmented reality-based learning media on geometry in mathematics subjects for grade 5 elementary school. This media can make it easier for students to understand the shapes with augmented reality and there is a learning video feature that also explains the material presented by the teacher. With the black box white box method, the application is developed by adjusting the curriculum simplification planned by the government. Features in the application include objectives and materials, learning videos, augmented reality simulations and integrated with Google Classroom as a learning evaluation platform. The results of this research are digital applications that can be accessed from the web or android applications.

During the Covid-19 pandemic, it’s time to implement asynchronous learning. The problem is, elementary school students have difficulty learning cultural arts, especially batik design. This study aims to create an application base on augmented reality (AR) with batik design content that can be used to introduce batik design as cultural art to elementary school students. The method used in developing this application is a waterfall which consists of (1) feasibility study, (2) requirements, (3) System design, (4) Encoding, (5) Testing system, (6) Acceptance Test. The results of this study were the validators rated more than 85% of media validation consisting of the quality of visual and auditory perceptions, ease of interaction, ease of interaction, and ease of use, while user responses consisted of 80% efficiency, 85% usability, 78% cognitive absorption, and enjoyment. 87%. This implies that the AR application can provide benefits for students who learn cultural sessions, especially batik design.

Modern teachers and the managers of educational establishments have big challenge – to organize the lectures and the study process so that the students are provided with the necessary skills and to meet their educational needs, as well as their parents’ expectations. An integrated lesson that is developed with a synthesis of information on different educational subjects stimulates the students’ analytic thinking, which in exchange boosts the integral perception of the reality. That is why STEM lessons are becoming more and more popular among the educators, as far as the specifics of this approach can really solve a lot of tasks. Modern IT-developments are an appropriate T – component during STEM lessons and while developing STEM projects. One of these up-to-date trends is called Augmented Reality (AR), which allows visualizing the study material and improves its reception and memorizing. The purpose of the research is development of a mobile app (on Android) for STEM lessons, designed for visualization of the chemical structure of organic, biologically active substances, which can be used by the teacher and students in order to carry out integrated lessons of biochemical area; revealing key specifics of using STEM technologies while studying natural sciences.

This study aims to reveal (1). Development of Augmented Reality (ARMOOC’s) coupled with MOOC’s to improve distance learning; (2). Fraction of the concept of All Education Blended which shows learning constantly updated; (3). The results of this study are the MOOC’s concept which is integrated with the actual Augmented Reality, MOOC’s as a place for student access through an online system that can be accessed anywhere and anytime, while Augmented Reality as a supplement of content that supports student activities to find out about learning. The results of the development of AR MOOC’s can be concluded as follows: (1) The development of AR MOOC’s (Augmented Reality Massive Open Online Courses) has the value of efficiency and effectiveness at the usability test stage of 88.9% which shows that the level of user usability is very high in AR MOOC’s ; (2). The application of AR MOOC’s as a supporter of distance education is quite successful, this is evidenced by 81.2% of users giving very good responses to universal use and the remaining 8.8% stated that it was sufficient; (3). The results of quantitative data indicate the significance of an increase in interest and ease of learning> 0.05, so it can be proven that the development of AR MOOC’s can be generalized to distance learning.

This paper focuses on the using augmented reality elements in the educational process, in particular in autonomous learning. The possibility of using interactive semantic networks in learning foreign languages is considered. The technology of selection and structuring of specialised terminology on the basis of interactive semantic networks for their further use in the study of foreign languages and mastering automated translation systems has been developed and proposed. The criteria for creating and supplementing terminological databases with appropriate structuring of the domain terminology selected on the basis of interactive semantic networks have been defined, namely universality, structurability, convertibility, extensibility. The possibility of further use of terminology bases for foreign language learning using mobile applications, mastering Computer Aided Translation (CAT) systems, mastering Computer Aided Interpretation (CAI) are outlined. Based on the practical use of the developed technology in the process of autonomous training of translators, positive results have been concretised and areas for further activities in their technological training have been identified.

The use of mobile technology changes our daily lives without exception in the learning process. The use of mobile in the learning process aims to change learning and teaching methods to be innovative through visualization techniques, thereby transforming students from passive learners to active students. One of the mobile learning methods that allow us to show a given subject’s visualization is Augmented Reality (AR). The use of AR as a supporting medium in studying biology subjects. AR development uses the Luther-Sutopo Multimedia System methodology. The results of this study are mobile-based learning media to visualize biology subjects using AR.

This study aims to: 1) produce Augmented Reality-based Calcu Card learning media on the Three-Dimensional Shapes with Curves lessons that are valid, practical, and effective, 2) test the suitability of applying the learning media to determine the application effect. The subjects of study were 9th Grade Student of SMP Pesantren Guppi Samata. The development model was using the PIE development model or plan, implement, and evaluate. Meanwhile, the data to be collected were in the form of questionnaires and learning outcomes tests. This research was carried out in 2 ways, namely first a small-scale test for the 9th Grade Student, then a large-scale test for 9th Grade Student of SMP Pesantren Guppi Samata, they were 20 students. The results showed that the average validator’s assessment of the Calcu Card application was 3.25. Based on the student assessment, it can be obtained that the average response of students through a questionnaire to the Calcu Card application was 3.19. Furthermore, the percentage of students ‘completeness was 75% while the percentage of students’ incompleteness was 25%. Therefore, it can be concluded that the Augmented Reality-based Calcu Card learning media is suitable for 9th Grade Student of SMP Guppi Samata by meeting the criteria of validity, practicality, and effectiveness.

Augmented Reality peripherals (ARP) that use marker detection objects have developed rapidly and are implemented in various forms to support the activities of everyday human life. The challenge that is currently being faced is the increasingly widespread application of ARP technology to the reliability of software product performance in detecting objects. This research has developed and implemented ARP in the academic space. The application development method uses the Multimedia Development Life Cycle (MDLC) approach, developed based on the Android operating system, using the Unity 3D Engine and Vuforia SDK. 3D object modelling with Sweet Home 3D. Whereas for testing the reliability of ARP performance in object detection using testing of light intensity, distance, occlusion and marker with each scenario. The research produces augmented reality technology products that are able to offer visualization in the form of interactive 2D and 3D objects in academic rooms that provide information to users about the peripheral layout and division of academic spatial layouts and the good reliability performance.

This study aims to provide students with a special understanding of material magnitude and measurement by utilizing augmented reality. The method in this research utilizes natural feature tracking-Multi Marker Target, as well as system development model namely ADDIE model consisting of Analysis, Design, Develop, Implementation, Evaluate. As well as using the Fast Corner algorithm. The research resulted in an application in the form of displaying 3D objects of layer magnitude and measurement. The designed UI is as attractive as possible for use in students. The application can run well on android operating system. The results of this study obtained the response of students got an average score of 81.87% with the category “Excellent”, so this media deserves to be used as a learning medium based on augmented reality in the field of Material Physics Magnitude and Measurement.

Science learning activities in the era of the industrial revolution 4.0 need to be directed towards attitudes, skills, and mastery of all material in a comprehensive manner that equips students with 21st century skills which are very important, including problem solving skills. This research aims to determine the feasibility of learning media for solar system based on merge cube augmented reality to embedding problem solving skills. Research and Development (R and D) the ADDIE model has applied to achieve the objectives of this research. This research stage is planned through the steps of Analysis, Design, Development, Implementation and Evaluations. This research has produced a solar system learning media based on Merge Cube Augmented Reality (AR) to embedding problem solving skills. The results of validation of material experts were 82%, validation of media and technology experts was 86% and validation or response of teachers was 82%. The three validations reached the very feasible criteria. The average percentage of the validation score is 83.33% or the criteria are very feasible. It was concluded that the learning medio of solar system based on Merge Cube Augmented Reality (AR) was feasible to embedding problem solving skills.

The objectives of this study are: (1) creating an augmented reality (AR) application in the form of a press machine; (2) testing the attractiveness of the technology developed; and (3) testing the effectiveness of AR technology in the form of press machines. The method used is research and development (R&D). The final stage of product development is to carry out quasi-experiments. The phase is focused on all vocational students at Malang State University. The findings in this study include: (1) AR-shaped press machine that was developed proved to have a high level of design attractiveness and material; (2) AR shaped press machine that was developed proved effective in increasing student’s basic understanding of the competence in understanding the function of press machine components; and (3) all results in this study are expected to be the main reference in the development of AR technology for learning.

Augmented Reality (AR) technology has been applied in various fields, including education. One of the courses that can apply AR technology is the earth physics course. The use of AR as a supporting tool can help visualize things that cannot be seen directly in their form to improve learning that is directly difficult to imagine. AR supports studying complex subjects, in particular, geology and geophysics as part of earth physics. AR development using the Rapid-Application Development (RAD) technique. The results of this study are mobile-based learning media to visualize geology and geophysics subjects using AR.

Ways of development and modernization of modern higher education are largely determined by the scientific and technological progress. The article is devoted to the current issue of the augmented reality technology use in professional education. The paper analyzes foreign and domestic experience of the use of augmented reality technologies as a means educational, research and project activities implementation. The author also describes the benefits of the augmented reality technologies use for the curricula design. Taking into account the reorganization of the educational process due to pandemic isolation, caused by COVID-19, the issue of the identification of AR technologies impact on the development of cognitive component of future specialists’ mental capacity is becoming extremely relevant especially in the conditions of adaptive and blended learning. The paper, in a structured way, describes the experience of introducing the augmented reality elements in the process of developing cognitive component of future professionals’ mental capacity. The ascertaining and formative stages of the empirical research were carried out during 2020 on the basis of Bogdan Khmelnytsky Melitopol State Pedagogical University. Relevant interdisciplinary research is a logical construct of cooperation between leading scientists of the Department of Psychology and the Department of Informatics and Cybernetics of Bogdan Khmelnytsky Melitopol State Pedagogical University. The structure of the study includes the main scientific developments in the context of the research work, performed at the expense of the General Fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in blended learning”. Based on certain psychological and pedagogical determinants of the AR technologies use for the development of cognitive component of the future specialists’ mental capacity, we have proposed the implementation of interactive technologies at three levels: competence-oriented, structural-cognitive, emotional-reflexive, on the example of doing the course “Introduction to Specialty (Psychology)” in the conditions of distance learning. According to the results of an interdisciplinary research, it was found out that students gained skills which are necessary for their adaptation to a new intellectual and educational environment. Due to positive qualitative and quantitative changes in the cognitive structure of personality there was an increase in the first-year students’ mental capacity in its main components (the level of attention stability and selectivity, short-term memory span and analytical thinking, level of development of special qualities necessary for mental capacity, formation of mental capacity culture).

Employees of the Department 703 MAI together with employees of Department 741.170 PJSC “Corporation “Irkut” carried out work on the analysis of possibilities of introduction of modern innovative technologies of augmented and virtual reality in the design, production, operation of aircraft and training of aviation personnel. In the course of work, prototypes of two virtual reality sets were developed. As part of the demonstration of the capabilities of augmented reality technology for solving the problems of aircraft operation and aviation personnel training, two mobile applications were developed. Approbation of the presented projects were carried out in MAI and PJSC “Corporation “Irkut”. The presented prototypes received the highest rating of the scientific and technical Council of PJSC “Corporation “Irkut”, and the interest in implementing such solutions in their production processes was confirmed by manufacturers of aircraft simulators (LLC NPF “SKT” represented by the chief designer), higher educational institutions (MSTU GA represented by the Vice-Rector for research and development), aircraft manufacturers (PJSC “Corporation “Irkut” represented by the Deputy head of the design and training methodology Department) and aircraft operators (PJSC “Aeroflot” represented by the Director of the aviation personnel training Department).

In the world of education there are new technologies, one of which is augmented reality. Digital component with real object can be combined, displayed interactively and real time, and it can be applied in space geometry learning. This research directs to design an augmented reality student worksheet for learning mathematics during the pandemic concerning space geometry. This research used a design research method namely the implementation and design stages. The design stage is focused in this research. Based on preliminary study at school, mathematics learning using learning media often assisted by learning management system. This application was designed by showing the user interface to make it easier, the 3D model is designed according to scientific learning for helping student to demonstrate mathematically the real problem featured. The design of problem based learning is creating some problems to encourage students to formulate a hypothesis through small group discussions to get solutions from the given problem, this model is assisted learning management system. Based on the result of the product feasibility test, augmented reality student worksheet is suitable to the use in problem based learning in school.

Active learning and discovery-based laboratory curricula for the understanding of kinematics using motion sensors have extensively been studied in Physics Education Research for more than thirty years and provided strong evidence of their usefulness in terms of students learning and retention. More recently, activities based on video analysis software have also been developed and have become an important part of Physics Education Research. In this work we present a setup based on Virtual Reality (VR) headsets that may be used both for activities that are currently based on motion sensors and also for motion tracking. Our setup is based also on cameras that can be attached to the headsets in order to achieve an Augmented Reality experience. While VR headsets are mainly sold as gaming devices, they can be very interesting for Physics Education active learning activities: we called such an activity an Augmented Reality Active Learning (AnReAL) activity. As it will be shown, many curricula based on motion sensors or on video tracking can almost automatically be translated into AnReAL ones, while also being open for many new opportunities. In fact, following the emerging theory of Embodied Cognition, Virtual and Augmented Reality setups such as the presented one could prove to be very beneficial for information retention.

This research was a development research with a mix method approach. This study aimed to develop augmented reality learning media that was used to help students visualize three-dimensional mathematical objects. It important research because could replace the use of teaching tools that were limited in number, so they could assist teachers in learning process. This research was based on the Plomp model so that it consists of four phases as the following: (1) Preliminary assessment; (2) Designing; (3) Realization; and (4) Tests, Evaluations, and Revisions. The purpose of this study was to examine the validity, implementation, and effectiveness of augmented reality media. The results of this study revealed that augmented reality media was valid to use based on the results of expert validation, practical to use based on the observation sheet of teacher learning and response implementation, and effective to use based on learning outcome tests and student response questionnaires.

The Curriculum in Indonesia requires teachers to be more interactive using one of the potential learning models, namely Project-Based Learning (PjBL) and technology integration. However, the existing learning instruments with that model are still superficial and limited in number. Augmented Reality (AR) as interactive technology is able to increase learning motivation and visual-spatial skills of students. This current study mainly aims to develop learning instrument with PJBL model and GeoGebra AR for geometry topic. We conducted this development study with the Plomp model. Yet, this paper merely reported the result from the prototyping stage and assessment phase. Six students were chosen for the small group trial, while for the field test, thirty-two students and a teacher were selected, and six validators participated. To collect data, this study utilized a questionnaire, an observation log, and an interview guide. The findings showed that the learning instrument has been valid since it was built on firm theory, and the components of the instrument were consistently connected and practical. The instrument is easy, appropriate, and effective to use in the learning process. Finally, students’ visual-spatial skills had been improved, and they responded positively to the learning with PjBL and GeoGebra AR.

Mathematics has a unique concept and context, so mathematics is not easy to learn. Many students find it difficult to understand about mathematical concepts especially for students who has physical disability, such as hearing impairment. Teaching materials is required in mathematics learning, especially the topic of angles. One of the teaching materials on the topic of angle is developed using the integration of augmented reality (AR) software and android. The aims of this research are to describe the development phases and to describe the evaluation result of the teaching material integrated by AR software and android. This research uses the development (R&D) method by adapting and modifying the steps of R&D used by Borg and Gall. The sources of the data and information in this research is an expert in deaf education, a media expert, a mathematics teacher and a seventh-grader deaf student at a Junior High School of inclusion in Bandung. The result of this research shows that the teaching material integrating by AR software and android for deaf students is very good based on the referred category. It can be used in learning mathematics in school.

The following article presents the results of a seminar on “Augmented Reality in Institutional Education”. There, together with STEM trainee teachers, an optics experimentation circle was developed for pupils in the 7th and 8th grade at the Gymnasium for the subject of “Nature & Technology” or “Physics”. This includes (real) experiments (lunar phases / eclipses, refraction, refractive error, color mixing), which were enriched with Augmented Reality technology created by the students. By creating a learning scenario with the help of Augmented Reality at school, the real environment continues to be perceived by the students but is supplemented with visualizations of physical model concepts. For example, the refraction of laser light on a water surface in the real experiment was overlaid with a visualization of the physical ray model of light, so that both information can be perceived simultaneously. This offers the students the opportunity to link physical model concepts statically but also in their spatial or temporal change in conjunction with the real experiment and to actively interact with it at the same time. Even without linking to a real object, augmented reality makes it possible to visualize changing processes or three-dimensional movements of virtual objects and to integrate holograms into the real world. We hope that the experiments presented here can demonstrate the benefits of AR extensions to real experiments, so that more applications will find their way into STEM lessons in the future.

Students working on a word problem sometimes missed the answer for some reasons. The most common reason is that the students misinterpreted the question. Word problems sometimes mention a vocabulary that is somewhat difficult to define by the students. Besides, word problems, especially algebra word problems, are not easy to be visualised because the comparative vocabularies used are confusing for some students. As a result, they end up with incorrect conclusions instead. As such, this study aims to create augmented reality-based student’s worksheets to assist the students to visualise algebra word problems using animations. This is a design and development study, which consists five stages. The first stage is investigating students’ needs (amid covid-19 pandemic in particular). After that, the augmented reality-based student’s worksheets are designed by considering the investigating result. Next, the worksheets are constructed before being tested and evaluated. Based on the evaluation, the worksheets are revised then finally it is ready to be implemented. The recent progress of the research is that the augmented reality-based student’s worksheets has been revised and ready to be implemented. The worksheets allow students to study from home by scanning codes using their devices (android smartphones are advised) then video animations will appear and explain the algebra word problems they are working on.

Complex environmental information and lighting conditions will affect the usability of automotive augmented reality display in the outdoor environment. In this way, users’ recognition and semantic understanding of AR-HUD information may be affected. The driver’s cognitive performance directly affects the driving safety and driving experience, so the color-coding of AR-HUD is very important for the driver to identify information easily, quickly, and accurately. Taken the automotive AR-HUD display as the object, this paper compared the visibility and significance of foreground object colors in different backgrounds in the way of combining both subjective and objective experiment methods. The experimental results show that the color of white, cyan, and green are recommended to be used in automotive AR-HUD display, which has a positive influence to improving the automobile AR-HUD color design.

Augmented reality (AR) is a technology that can be used in the classroom. This study aims to create an AR application and pilot the AR application in the vibrations and waves learning. Furthermore, to see if there are differences in the learning interest and physics learning outcomes by using the AR application in the learning process. The research method used to develop this application is by adapting the 4D Thiagarajan model (Define, Design, Develop, and Disseminate). The result shows there are differences in physics learning outcomes and learning interests of students studying physics using AR. AR and the use of media can be a solution for learning physics in the future.

The use of technology in learning needs to be encouraged starting from the elementary school level. Another thing that needs to be encouraged is local wisdom-based media to support character learning. This study aims to develop holobox augmented reality technology media of local wisdom of the Grebeg Pancasila rite for mathematics learning in elementary schools. This research produces multimedia based on technology Holobox Augmented Reality (AR) with the content of material Grebeg Pancasila for learning mathematics and building spaces in elementary schools. The method in media development using the Development Life Cycle developed by Luther consists of six stages, namely: concept, design, material collection, assembly, testing, and distribution. The media produced meets the standard of feasibility and can provide information and knowledge about understanding the concept of flat and space structures through the flag and gunungan symbols in the Rite Grebeg Pancasila. The implication of this study is that cultural diversity in local wisdom of the Rite Grebeg Pancasila can be used as a medium for learning mathematics in elementary schools (MI/SD) through Technology Holobox. Augmented Reality.

The development of digital technology in the Industrial Age 4.0 focuses on the application of the Internet of Things (IoT), Virtual Reality (VR) and Augmented Reality (AR). IoT as one of the main topics for technological advancement, which is useful for improving information and communication that is developing in the fields of manufacturing, infrastructure, business, economy etc. The development in the field of material technology can make small materials where the energy requirement to generate a device only requires a millivolt range of power, so by using energy from the surrounding environment which is converted into electrical energy, a device design for energy harvesting is required. The purpose of this research is to design a device that is sourced from various vibrations and converted into electrical energy. The concept of designing a vibration conversion mechanism into electric energy is by combining and optimizing the design of several existing tools (technologies). This research was tested experimentally by utilizing braking force. Tests are carried out using a data logger for further processing. From the results of the braking test, it is able to produce a maximum voltage of 0.9 V with a braking force of 34.72 N.

With the new form of social development dominated by Internet technology innovation, more and more domestic colleges and universities are applying virtual reality technology to the construction of smart campuses. This method of combining virtual reality and augmented reality (VR & AR) technology with smart campuses has realized campus The goal of informatization, intelligence and visualization.

This article presents a simulation model of radioactive chain decay with augmented reality technology. Radioactive decay is classified as abstract material that is difficult to understand. This simulation will make abstract radioactive decay materials easily understood. In this article will explain the simulation changes to the 4n + 2 radioactive model by utilizing augmented reality technology. This media development uses the black-box testing method to test the accuracy and validity of the software program. Interactive media using augmented reality on radioactive decay have been able to display the U-238 chain decay model (series 4n + 2) by simulating the process of alpha and beta release in each series. This simulation successfully displayed a striking difference between alpha and beta release in the U-238 chain reaction cycle.

Simulations were performed using markerless augmented reality on the concept of Compton scattering. Compton scattering identifies that photons can not only behave as waves but also behave like particles. The process of colliding photons with electrons causes dispersion which shows that the photon has momentum. This article will explain a photon collision simulation to prove the state of light dualism by utilizing augmented reality technology. The development of this simulation was tested using the black-box testing method. Interactive media using augmented reality for Compton scattering simulations can display the concept of collisions between photons and electrons. Our simulation successfully simulates the mechanism of energy release and momentum changes before and after the contact.

Career guidance quests that involve solving intellectual and search problems in a game are associated with one’s future career, being one of modern means of recruiting school leavers to vocational and higher educational institutions. Such specific computer tools of virtual and augmented reality as pupils’ mobile Internet gadgets can enhance visual character and interactivity of quest problems. The article deals with applying augmented reality in the web environment to solving these tasks. The authors propose a prototype of a career guidance quest system using WebAR technology.

It is beneficial to study chemical disciplines, applying the Augmented Reality for the upcoming chemistry teachers, as far as the visualisation of the demonstration material in the 3D helps students understand various processes and phenomena, the structure of chemical compounds and the mechanisms of their correlation in a better way. The object of the project is the development of program and printed tools, designed to visualize the education process within chemistry disciplines according to the augmented reality technology. The authors have developed applications, designed for visualisation of the study material with AR. When a mobile phone is pointed on a marker, the image “comes to life”, its three-dimensional model appears; it can be manipulated in some way (inversion, enlargement, viewing from different sides) to understand its structure, operating principle etc. better. Applying augmented reality objects gives the teacher an opportunity to explain big amount of theory quickly and effectively, and the students – to memorise it effectively, develops creativity and boosts motivation for study. Applying AR while training the upcoming chemistry teachers gives the ability to prepare them for applying this technology during the education process in the general secondary education establishments.

As early as 2014, a survey of smartphone and tablet use by children has been done by the Asian parent Insightwith Samsung Kidstime in Southeast Asia. A total of 2,714 parents and 3,917 children aged 3-8 years havebeen the respondents of this survey. 85% of parents expect their children to use smartphones for educationalapps, but 72% of younger children prefer to play games. This study aims to analyze the needs of students and teachers for picture books with characters based on Demak local wisdom with AR technology for understanding the healthy lifestyle of elementary school students. This research is preliminary research from research and development. The design of this research is to need analysis or survey research. Data collection through questionnaires. Data were analyzed quantitatively. The results showed that the development of a picture book containing characters based on the local wisdom of Demak using augmented reality technology is needed for understanding students’ healthy lifestyle.

It can be said that ionizing radiation are of great importance to society, considering the range of applications of nuclear technology. In this sense, the Institute for Radiation Protection and Dosimetry (IRD) acts in favor of the health and safety of the population and workers exposed to radiation, promoting the preservation of the environment. Therefore, safety is extremely important in the construction of knowledge in Ionizing Radiation Metrology (IRM), due to the use of radioactive sources in its practice. Then, the adoption of safe methodologies is fundamental in the teaching-learning process. Thus, technological tools such as Augmented Reality (AR) are being increasingly used to present, in real environment, virtual elements such as equipment, spaces, concepts and practices, avoiding contact with radioactive sources. In this case, AR is a technology that dramatically displaces the location and time of learning and training. New information and communication technologies are not only powerful and compact tools for delivering AR experiences through personal computers and mobile devices, but also developed and sophisticated in order to combine the real world with improved information interactively. The objective of this work is to demonstrate the possibility of using AR as a pedagogical tool for the learning of radiation protection in IRD courses, as well as assisting in the training of professionals and students in the nuclear safety area.

Learning media plays an important role in the learning process. The development of technology and science also has an impact on the development of learning media. One of the learning media developments that are currently still new is learning media using Augmented Reality. Augmented Reality is an application that combines the real world with the virtual world in two-dimensional or three-dimensional form which is projected in the real environment at the same time. This research is a descriptive study conducted by using a questionnaire to students. The descriptive analysis in this study examines students’ perceptions of Augmented Reality media in Calculus Learning. Augmented Reality media response in terms of aspects of Media Design, Material Content and Benefits. The results obtained by an average Augmented Reality media design is 85.7 with a decent category, the average Augmented Reality Media Material Content is 83 with a decent category and the average aspect of benefits is 83.5 with a decent category. Based on the rearata, the score for the observation aspect of AR learning media is 84.07 with a decent category. However, many improvements are needed, including a reduction in application capacity and 3-dimensional display.

Integrating Augmented Reality (AR) application into education system can improve students’ learning experience, this study analyzes the feasibility of the application of augmented reality technology in education through literature review. It also commend the AR use survey of three disciplines in education industry, including potential advantages, challenges and learning experience, and takes PDCD mode as AR resource development mode. Then it analyzes the advantages and disadvantages of its intelligent learning environment and technology in education, the utilization of AR is considered a suitable tool to incorporate in the education industry.

Virtual Reality (VR) and Augmented Reality (AR) are among the new innovations that provide digital marketing platforms with immersive services for Companies.. While several VR/AR applications have been built to reveal details on digital marketing pages, they still lack of comprehensive models which taking into consideration the elements of informal marketing experience in the development of such applications. This study contributes a conceptual model to serve as guidelines for developing a augmented reality that considers an foundations informal learning component in business. This paper provides a thorough overview of new augmented reality (Ar) and virtual reality (VR) technology in ten critical areas where the application of augmented reality and virtual reality is growing at present. The aim of this research is to highlight how the consumer experience in digital marketing is changed and enriched by augmented reality and virtual reality. The authors present the subject of augmented reality and virtual reality briefly. They further describe the technological and hardware technology needed to incorporate a framework of augmented reality and virtual reality and the various types of displays needed to enhance the user interface. Also briefly mentioned is the rise of AR in markets. The implementations of AR are discussed in the three parts of the article. The use of augmented reality and virtual reality as a component of television and gaming is illustrated in multiplayer gaming, electronic games, broadcasting, and immersive films. Manufacturing, beauty industry, healthcare, planning to business, transformation marketing and fight against COVID-19 crisis. This study contributes a conceptual model to serve as guidelines for developing a augmented reality that considers an foundations informal learning component in business.

Currently, the development of virtual learning technology continues to increase. Virtual technology such as augmented reality is becoming a sophisticated learning innovation. On the other hand, the special abilities of vocational education graduates have decreased relatively. This study aims to: 1) map the components of the need to improve special skills in vocational education graduate students; 2) develop 3D-modeling based augmented reality learning technology; and 3) testing the attractiveness of the 3D-modeling based augmented reality learning technology. The method used is the research and development (R&D) method. Requirement component map data was taken using qualitative methods through questionnaires and observations. Informants at this stage were students in the field of vocational education at State Universities in East Java. Furthermore, expert tests were conducted by material experts in the field of vocational education and online learning media experts. The results of this study include 1) map of the components of the need to improve special skills in vocational education student graduates consisting of idea development (78%), utilization of infrastructure (82%), deepening knowledge (90%), professional organization (88%), and mental stimulation (90 %); 2) the developed 3D-modeling based augmented reality learning technology has an excellent level of attractiveness and feasibility based on online learning media experts and material experts; and 3) learning technology products based on 3D-modeling augmented reality which is developed can increase the special skills of graduate vocational education students.

Nowadays, the development of information technology in the context of industrial revolution 4.0 has quickly transformed Vietnamese education in general and arts education in particular. Moreover, the process of globalization raises many forms of non-traditional education. E-learning is one of the non-traditional education form that has the ability to bring knowledge across space, time and borders to all over the world. In the context of the industrial revolution 4.0, e-learning is also constantly developing to meet the practical society needs. The paper not only shows e-lecturer roles but also discusses e-learning development in art teaching by applying web-3D technology and augmented reality in innovating art teaching and learning methods in Vietnam. The paper uses interdisciplinary approaching method such as: education, arts, science and technology… Thereby, the article is going to propose solutions to improve the effectiveness of art teaching in Vietnam by implementation e-learning using web-3D and augmented reality in Vietnamese universities.

The use of augmented reality-enabled scenarios in cybersecurity teaching is proposed in the article to respond to new requirements for the rapid adoption of new technologies and profound knowledge of cybersecurity issues by professionals. Implementation of project-type activities based on real cybersecurity issues in application fields of cyber-physical systems is suggested to improve the competence forming. A use-case of agricultural cyber-physical system of systems is discussed as a viable example of augmented reality-enabled prototyping of cybersecurity risk-aware architecture. The necessary steps are analysis of general and business-specific tasks on cybersecurity, creation of a list of competencies, formalized in educational standards and curricula, development of gaming scenarios for the formation of hard and soft skills, development of the scenario management system for AR interfaces. The system using AR tools can be easily adapted to different cybersecurity training activities. Industrial cyber-physical systems may be vulnerable due to insecure wireless connectivity, lack of encryption, inadequate access policy. The project-based learning complex is focused on the implementation of a data acquisition, storage and processing platform for new sensor networks and instruments. Representing all the diverse information on different layers will be greatly improved by use of the developed holographic projection AR tools.

The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the use of Augmented Reality, the links to pedagogy and educational outcomes, specifically in the context of chemistry learning. The scoping review is underpinned by the five-stage Arksey and O’Malley framework. First, research questions are identified. Second, the last ten years studies are explored by using the key word ‘augmented reality + chemistry learning.’ Third, studies are investigated through inclusion and exclusion criteria, and PRISMA model is utilized for article selection. PRISMA model used in the form of four-phase flow diagram, including: identification, screening, eligibility, and included. Fourth, selected articles are charted with respect to numerous dimensions and summaries. Finally, findings are reported in the light of research questions. The findings of the scoping review illustrated a set of studies that provide evidence of improved conceptual understanding, increase in students’ interest, engagement, motivation, and satisfaction through the educational environments that are enriched with AR applications. The findings of the scoping review are discussed with respect to multiple dimensions that are explored under research questions.

Games are a part of children’s development, but there are still a few developers who make games for early childhood ages. The purpose of this research is to create an educational game for early childhood age in order to enhance early childhood knowledge of animal shape and literacy in a relaxed and fun way with augmented reality features. This augmented reality game purpose is media for parents to teach their children while playing. The Scrum method is used in developing this game. The evaluation of this experiment was been done using testing and survey with 30 parents using game experience questionnaire (GEQ) and comparison to similar game. The survey result show that this game is suitable for the parents and childhood children and compared to others game, Kotak Edu had augmented reality as advantage.